牛津版小學(xué)四年級(jí)英語教案 【上下冊(cè)全集】

TEACHINGPLANFOROXFORDENGLISH4A

BOOK4AMODULE1GreetingtoKnowYou

UNIT1HelloagainLook

PERIOD1

AIMS:l.Words(letters):my,his,her,our,friend,classmate

2.Structures:possessiveadjectives

3.Functions:Greetingpeopleandrespondinggreetings

Introducingsomeonetoanother.

LANGUAGEFOCUS:Howtointroducesomeone

DIFFICULTPOINTS:Usingpossessiveadjectives:

E.g.:Thisis,His/hernameis?

AIDS:Book4AP2

Cassetteandacassetteplayer

WorkbookPl

Picturesofanimals(dogcatparrotbird)

PROCEDURESCONTENTSMETHODSNOTES

WarmingupRhymeSs

RevisionQuickresponseT&S

Presentationl.Greeting:1)Greetingindividualstudent

Goodmorning!toelicit:Tmfine,thanks.

Howareyou?2)changewithstudents

3)workinpairs

2.words1)drawafamilytreetoreview

familymembersand"my,our”

2)introduce^classmate,

friend“intheclass

3)say

4)practice:Thisismy/our___.

His/Hernameis___?1)Tinviteonestudent:Isthis

your___elicit:Whafshis/her

name?His/Hernameis___,

2)say

3)workinpairs

4.1ntroduceyour1)makeamodel:Hi,thisis

friend/classmatetomy/our___.His/hername

someoneis___.

2)Dosubstitutionswithtoy

animals

3)Performance

Listenandreadthe

text

Consolidation1.MakedialoguesPracticeandperformance

accordingtothe

text.

2.Exercises:

WorkbookPl

Assignmentl.GrammarbookPl

2.Readandpractice

dialogueafterclass

3.Bringafamily

phototoclass

EXERCISES:Fillintheblankswith“my,your,his,her,our”

1.Thisisacat.nameisGinger.

2.Thatisadog.nameisSam..

3.Maryisinthepark.motheriswithher.

4.Whafsname?MynameisBen.

5.We9regoodfriends.petsaregoodfriends,too.

6.Hehasgotabicycle.bicycleisnew.

板書：MIUIHelloagain

Thisis____________.Imy

Her/Hisnameis________.youyour

Goodbye.Seeyou.hehis

sheher

weour

classmatedeskmate

課后反思：

本節(jié)課是四年級(jí)的第一節(jié)新課，在很大的篇幅上是對(duì)三年級(jí)內(nèi)容的復(fù)習(xí)，在

此基礎(chǔ)上引出了our,classmate這兩個(gè)新單詞，正好兩個(gè)班級(jí)中都有新同學(xué)，

對(duì)于這兩個(gè)單詞的理解與運(yùn)用學(xué)生能比較自然，對(duì)于物主代詞的運(yùn)用也能得心

應(yīng)手。

PERIOD2

AIMS:1.Words(letters):(swim,fly,cook,run,jump)dive,cancan't

2.Structures:modelcan(can't)+verb

1.Functions:Usingmodalstotalkaboutability:

e.g.:Supergirlcan.

LANGUAGEFOCUS:Talkaboutability:

DIFFICULTPOINTS:Identifykeywordsbyrecognizingthestress.

AIDS:Book4AP3

Cassetteandacassetteplayer

GrammarbookPl

Wallchart,photocopiablePl

PROCEDURESCONTENTSMETHODSNOTES

WarmingupRhymeorsongSs

RevisionQuickresponseT&S

l.Words:dive,can,

Presentationcan't1)Tactstoreviewthe

previouswords:swim…

andputatickorcrosson

thechart,thenelicit“dive”

2)Say:Ican/can't____.

3)Sayandact

2.Supergirl

can/can't_____1)Showthewallchart:Look

andguesswhatsupergirl

can/can^do.

2)Learn:super,supergirl.

3)say

4)Listenandcheck(TorF)

5)Listenandread.

6)Express

3.Learnthesound

l)PIaythecassette,students

listen

1.Exercises2)Listenagain,trytosay

2.Talkaboutyour3)practice

Consolidationsuperfriend

PhotocopiablePl

1.Workbook

bookP2

2.Grammar

AssignmentbookP2

3.Talkabout

yourparents

or

grandparents.

板書設(shè)計(jì)：Readastory

Hike.super,can,can't,run,

jump

She/Heis.swim,dive,fly,

cook

She/Heis.

Butshe/hecan't,

課后反思：

這堂課學(xué)習(xí)的是can句型的肯否定形式及一些動(dòng)詞，我利用講故事的方式外

加動(dòng)作演示的方法，使學(xué)生對(duì)于知識(shí)的掌握能比較輕松自如，在隨后學(xué)生自己

操練過程中，學(xué)生能掌握的比較好，對(duì)于單詞dive的發(fā)音，學(xué)生還存在一些困

難。

PERIOD3

AIMS:1.Words(letters):sing,paint,write,draw

2.Structures:Canyou…？Yes,Ican./No,Ican't.

3.Functions:Askingaboutability.

LANGUAGEFOCUS:Talkaboutabilityandaskandanswersimpleresponses

DIFFICULTPOINTS:verbs

AIDS:Book4AP4

Cassetteandacassetteplayer

WorkbookP2

PhotocopiableP2

PROCEDURESCONTENTSMETHODSNOTES

WarmingupRhymeSs

Revision1.ActionandOneactsandtherestsay:He/She

sayingcan/can't_____

2.Talkabout

yourparents'S

ability

Presentationl.Words:sing,1)Askindividualstudents:Can

paint,write,you___?Toelicitwords

draw.2)Saythenewwords

3)Express:Ican/can^____,

2.Canyou___?1)Askandanswertoelicit“Yes,I

can./No,Ican't.”

2)Practice:T&S

3)Workinpairs

3.Listenand1)Listentothetape,answer

answerquestions:

e.g.，Howmanypupils?

Whoarethey?

CanKitty/Eddie____?

4.Readafter

thetape

Consolidationl.GrammarSay

bookP2

2.WorkbookWrite

p2

Assignmentl.Finish

Grammarbook

2.Copynew

words

3.DoasurveyAskyourfriendswhatthey

can/can^do.

CHART:

NAMEMay

run

jump

swim

dive

fly

cook

paint

draw

read

sing

板書設(shè)計(jì)：Lookandsay

Canyouooo?sing9paint,write,

Yes,Ican。draw,read

No,Ican't.

課后反思：

由于本堂課是建立在前一堂課的基礎(chǔ)上的，故學(xué)生學(xué)起來就更為容易些,

利用動(dòng)作的演示教學(xué)，學(xué)生感到比較親切，學(xué)起來比較輕松，但單詞的容量較

大，學(xué)生一時(shí)還記不了太多，有待于課后進(jìn)行鞏固。

UNIT2Howoldareyou?

PERIOD1

AIMS:l.Words(letters):numbers:l--11,birthday

2.Structures:Howoldareyou?I'm.

Howoldishe/she?He's/She's.

3.Functions:Askingandgivingone'sownage.

LANGUAGEFOCUS:Usingnounstoidentifything:It'smybirthday.

Asking“How”questionstofindouttheage

Usingdailyexpressionstoexpressgoodwishes:Happy.

DIFFICULTPOINTS:identifynumbers

Asking"How”questionstofindouttheage

AIDS:Book4AP5

Cassetteandacassetteplayer

WorkbookP3

PhotocopiableP3

Somebirthdaycandles

Somepictures;Alice,Peter

PROCEDURESCONTENTSMETHODSNOTES

WarmingupRhyme:ASs

farmerandten

chicksT&S

Revisionl.QuickShowthecandlestoreviewthe

responsenumbers

Say:I'm_____.(accordingtoone's

2.Numbersownage)

Askandanswer:Howoldareyou?

rm____.

1)DrawAlice'sfaceanda

birthdaycaketoelicit:birthday

2)Say:

1)review:Howoldisshe?To

elicit:She'snine.

2)Say

3)Workinpairs

4)ChangeAlice'sfacetoreview:

Howoldishe?ToelicitHe's

eleven.

5)Say

6)Workinpairs,dosubstitutions

(P2)

l)Playthecassette,listenand

follow.

2)Workinpairs

3)performance

Listentothetape

Trytosay

contest

Presentation

l.words:

birthday

2.Howoldis

she/he?

She's/He's—.

3.Listenand

say

5.Learnthe

sound

ConsolidationDoasurveyPhotopiableP3,findoutfourboys

andfourgirls,askandwritetheir

names,ages

Reportbacke.g.:Benisnine.

AssignmentWorkbookP3Readandwrite

Grammarbook

P3

DoasurveyAskallthestudentstheiragesand

writedown,sumup:howmany

boys/girlsarenine/ten/elevenyears

old(chartonstudentbookP5)

板書設(shè)計(jì)：Unit2Howoldareyou?

Howoldareyou?Howoldisshe/he?

Pmtoday.She/Heis.

Happybirthdaytoyou.

Thankyou.

Today,birthday

課后反思：

這節(jié)課的內(nèi)容比較通俗易懂，學(xué)生的學(xué)習(xí)興趣比較的濃厚，利用過生日的形

式進(jìn)行一問一答的方式，學(xué)生掌握的比較好，個(gè)別學(xué)生對(duì)于單詞birthday的發(fā)

音不夠到位。

PERIOD2

AIMS:l.Words(letters)fold,blow

2.Structures:Fold/Draw/Blow,.

3.Functions:Usingimperativestogiveinstruction

LANGUAGEFOCUS:Usingimperativestogiveinstructions

Eg;Blow,Alice

Useappropriateformatandconventionstowriteabirthdaycard.

DIFFICULTPOINTS:Identifymainideas(listeningtask)

AIDS:Book4AP6

Cassetteandacassetteplayer

WorkbookP3

PhotocopiableP5,6

Cards,candles,matches,knife,cake,crayons,envelope

PROCEDURESCONTENTSMETHODSNOTES

WarmingupTonguetwistSso

(sounds)

RevisionListenandactT&S(Usingimperatives)

Presentation1.Introduce1)ShowthepictureofAliceanda

Alice'scake

birthdayparty2)IntroduceAlice

3)Write"Alice'sbirthdayparty”

4)Say

5)Whatdoyoueatonyour

birthday?

2.words:blow,

cut

1)Whatcanyoudoonyour

birthdaybeforeyoueatabirthday

3.1istentothecake?

tape2)Elicit:blow,cut

1)listenandfollow

2)trytoact

4.1isteningtasklisten,writeandtick

Makea

Consolidationbirthdaycard1)Tmakeamodel

2)studentsmake(photocopiable

P5)

fold___,draw___,write___,put

_into___

Copy

Assignmentnumbers&

Howoldis

he/she?How

oldareyou?

板書設(shè)計(jì)：Lookandsay

Abirthdayparty

Here'syour.cut

Hereyouare.blow

dear

Makeabirthdaycard

l.Foldthecard.

2.Dravvonthecard.

3.WriteDear...

HappyBirthday!

From...

課后反思：

利用生日聚會(huì)的形式來學(xué)習(xí)本節(jié)課的內(nèi)容，學(xué)生興趣十足，在隨后的自由

組合進(jìn)行對(duì)話中也表現(xiàn)較好。對(duì)于做生日卡的過程，讓學(xué)生在動(dòng)手中學(xué)習(xí)，使

的學(xué)習(xí)與生活實(shí)際相聯(lián)系。

PERIOD3

AIMS:l.Words(Ietters)ride

2.Structures:Isthisyour_?Yes,itis./No,itisn't.

3.Functions:Usingimperativestogiveinstruction

LANGUAGEFOCUS:Usingimperativestogiveinstructions

E?g?；Comehere,please.Rideyourbicycleontheplayground.

DIFFICULTPOINTS:Usinginterrogativestoelicit“YesorNo”responses

AIDS:Book4AP7

Cassetteandacassetteplayer

WorkbookP4

PhotocopiableP7

Someobjects

PROCEDURESCONTENTSMETHODSNOTES

WarmingupRhymeSs

RevisionQuickT&S

response

Presentation1.word:ridel)Askstudents:Canyou___?To

elicit"ride”

2)Say:ride,rideabicycle

2.1sthisyourl)Expressyourobjects:Thisis

___?Yes,itmy_.It's__?

is./No,itisn't.2)Askstudents:Isthisyour____?

ToelicitYes,it'smy____./No,it

isn'tmy____?

3)Trytosay

4)Workinpairs

5)Dosubstitutions

3.Sayandactl)Listentothetape

2)Workinpairs

3)Act

ConsolidationI.practiceWorkbookP4:Lookandsay

2.Make1)Model

dialogues;2)Act:e.g.Hello,isthisyour

Giveoutthebirthdaycard?

birthdaycardsYes,itis./No,itisn't.

Happybirthdaytoyou.

Howoldareyou?

Goodbye.

AssignmentPhotocopiable

P7

Readandact

studentbook

P7

板書設(shè)計(jì)：Sayandact

Isthisyourbicycle?ride

What'syourname?

Howoldareyou?

Isthisyour...?

Yes,it'smy...

Rideyourbicycleintheplayground.

課后反思：

利用詢問別人的東西引出今天學(xué)習(xí)的內(nèi)容，學(xué)生能很快進(jìn)入主題，對(duì)于內(nèi)容

的接受比較快，對(duì)于最后一句的朗讀存在著一些困難，在今后的朗讀練習(xí)中要

加強(qiáng)鞏固。

Module1Unit3Whatareyou?

Period1

Teachingcontents:P8

Teachingaim:1.Recognizealliterativeandrhymingwords.

2.Openaninteractionbyelicitingaresponse.

3.Predictthemeaningofunfamiliarwordsbyusingcontextorpictureuses.

4.Developwrittentextsbyaddingpersonalideasandinformationtowriting

whenamodelisprovided.

Teachingdifficult:Asking'wh?‘questionstofindoutaperson'sidentify.

Teachingfocus:Usingnounphrasestoidentifypeople,animals,events,objects

andactivities.

Teachingaids:Cassette4Aandacassetteplayer,wordandpicturecards.

Teachingprocess:

ProcedureContestMethodsNotes

Pre-taskl.DividestudentsintoLookatthepictureand

preparationgroups.Askthemtodiscuss.

lookatpicturesofthe

firemenfighting

againstthefire.Walk

aroundtheclassand

say:

Lookatthepeople.

Aretheyhappy?Are

theysad?

Write:Firesarebad.

While-taskLUsethewordandStayingroups.Toelicit

procedurepicturecardstothenewwords.

introduce:afireman,

apoliceman.Learnthewordswell.

2.Askthemtopay

attentiontothese

peopleduniforms.

3.UsetheWord&Findoutallthefiremen

picturecardstoandpolicemeninthe

introduce:afireman,books.

apolicewoman,anPayattentiontothe

ambulanceman.singlenounformand

Writethemonthethepronounform.

board.

4.Playthecassette.

(Onlytherhyme.)

5.Promptstudentsto

workouttheListenandfollowin

meaningsoffireandtheirbooks.

engine.

6.1ntroduce:telephone

bythewordand

picturecard.

7.Playthecassette

again.

8.1nvitegroupsof

studentstoreadtheListenandrepeat.

rhymealoud.

9.Playthecassette,

(dialogueonly)

10.

Listenandfollowin

theirbooks.

ll.Say:CounttheUsethedialoguetoask

Hremen/ambulanceandanswerabout

men.people'sjobsonP8.

Ask:Howmany

firemen/ambulance

men?

Post-taskAnewrhyme.Rewritetherhymein

activityWritetherhymeonthegroups.

board.

Underlinethelasttwo

lines.

HomeworkGrammarBookP9

Board-designpolicemanpolicemen

Firesarebad.policewomanpolicewomen

policemanpolicewomanfiremanambulancemanambulancemen

ambulanceman

課后反思：

利用兒歌的形式引出今天所學(xué)的內(nèi)容,并且通過一些手勢(shì)來模仿這些職業(yè)進(jìn)

行教學(xué)，學(xué)生對(duì)于意思基本能理解。但由于本課單詞比較難讀，如ambulance

man,engine,policewoman學(xué)生掌握不是很好，在接下來的操練中要加強(qiáng)。

Module1Unit3Whatareyou?

Period2

Teachingcontents:P9

Teachingaim:1.Recognizedifferencesintheuseofintonation.Discriminate

betweenwordswithdifferentinitial/finalsounds.

2.Openaninteractionbyelicitingaresponse.

Teachingdifficult:Asking'Wh」questionstofindoutaperson'sidentity.

Teachingfocus:Usingnounphrasestoidentifypeople,animals,events,objects

andactivities.

Teachingaids:Cassette4Aandacassetteplayer,wordandpicturecards,

workbook4AP5?6

Teachingprocess:

ProcedureContestMethodsNotes

Pre-taskReview:What'she?

preparationHe'sapoliceman

/fireman.

While-task1.Introduce:ateacher,Repeatafterthe

procedureadoctor,adentist,ateacher.

shopassistant,aLearnthewords.

waiter,awaitress,a

cook,abus-driver

andapostman.

2.1nviteindividual

studentstocometoTheotherstudentstry

theboardandtaketheirbesttoremember

awayonepicturewhichwordcardpairs

cardeachtime.whichpicturecard.

3.Haveindividual

studentscometotheChooseapicturecard

front.Giveapictureandmatchitwitha

cardtothestudentwordcard.

whoisgoingtodothe

matchinginsteadof

allowingthestudents

tochoose.

4.Takeawayallthe

wordandpicture

cards.Holdupa

picturecardoneata

timeandask:Who's

she?Sheisanurse.

5.Dividetheclassinto2ThestudentinGroupA

groups.Groupataketurnstochoosea

keepsallthepicturespicturecard,holditup

cardswhilegroupBandask:Who飛he/she?

keepsallthewordThendotheaskand

cards.answerwork.

6.Arrangestudentsinto

groupsof4.Makethe

wordandpicture

cardsaccordingto

thestepsonPll.

Post-taskLPlaythecassette.Listenandfollow.

activity2.Playitagain.Listenandrepeat.

3.1nviteindividualReadaloud.

students.

2.WorkbookP5

HomeworkWorkbookP5

Board-design

PicturecardsWordcardsWhafsshe/he?

She/Heis...

課后反思：

本節(jié)課是關(guān)于職業(yè)的單詞,我利用情景與圖片的形式進(jìn)行單詞的教學(xué)，使得

單詞的學(xué)習(xí)不在枯燥無味,利用學(xué)生扮演職業(yè)的形式來鞏固所學(xué)單詞.學(xué)生的學(xué)

習(xí)興趣還是比較濃厚，只是在單詞的發(fā)音上還是存在一定的困難,waitress,shop

assistant,dentist因?yàn)檫@節(jié)課的單詞較多,而且有點(diǎn)難度.在接下來的朗讀中要加

強(qiáng)。

Module1Unit3Whatareyou?

Period3

Teachingcontents:PIO

Teachingaim:1.Useappropriateintonationinquestionsandstatements.

2.Openaninteractionbyelicitingaresponse.

Teachingdifficult:Asking'Wh?‘questionstofindoutvariouskindsofspecific

informationaboutaperson.

Teachingfocus:Usingnounstoidentifypeople.

Teachingaids:Cassette4Aandacassetteplayer,wordandpicturecards,

workbookP7.

Teachingprocess:

ProcedureContestMethodsNotes

Pre-task1.ReviewdifferentjobsReadthewords.

preparationusingthewordand

picturecards.

2.HoldupapictureToelicit:He's/She's...

cardandask:What'sPractisethesentence.

he/she?

While-taskl.Tellmystudentswhat

proceduremyparentsdo.

Say:Myfather'sa...

Mymotherisa...

2.WalkaroundtheFormoreablestudents,

class,askindividualintroducesomemore

students:Whatdoescommonjobs.E.g.

yourfatherdo?manager,factory

(mother)worker,clerk,

Askafewguidedaccountant.

questionstohelp

studentsunderstand,

e.g.Isshe/hea

doctor?

3.Playthecassette.Listenandfollowin

4.Playthecassette.theirbooks.

Workinpairstodothe

role-play.

5.1nvitepairsof

studentstodoitinfront

oftheclass.

6.DoasurveyonPIO.Maywalkoutfrom

his/herdeskand

interviewtheother

studentsbyusingthe

sentences.

Post-taskWorkbookP7.

activity

HomeworkGrammarBookPIO

Board-design

Whatdoesyourfather/motherdo?

1.Myfather/motheris...

2.He's/She's...

課后反思：

這節(jié)課是在上節(jié)課的基礎(chǔ)上對(duì)單詞進(jìn)一步熟悉與鞏固,在此基礎(chǔ)上學(xué)習(xí)對(duì)于

職業(yè)詢問的另一種方法，學(xué)生對(duì)于新學(xué)知識(shí)的詢問很容易遺漏do,而且還是習(xí)慣

用上節(jié)課的知識(shí)來提問,在下面的課文學(xué)習(xí)中要讓學(xué)生用新知識(shí)來操練.

ModulelUnit3Whatareyou?

Period4

Teachingcontents:P12

Teachingaim:1.Recognizedifferencesintheuseofintonation.

2.Useappropriateintonationinquestionsandstatements.

3.Developwrittentextsbyreproducingsentencesorputting

thewordsinalogicalorder.

TeachingdifFicult:Askingsimplequestionstoobtain'Yes/No'responses.

Teachingfocus:Usingnounsphrasestoidentifypeople,animals,events.

Teachingaids:Cassette4Aandacassetteplayer.

Teachingprocess:

ProcedureContestMethodsNotes

Pre-taskl.Mimeapostman/aPerformanceit.

preparationcook,etc.

2.Ask:WhatamI?Toelicit:You'rea...

Say:Yes,Pma...

/No,I'mnota...

While-taskl.playLookatPll.Makeand

procedurePlay.

2.ShowthewordandSIchoosesacard.SI

picturecardsandputandS2usethe

themonmydesk,following.Don'tletS2

facedown.seethecard.SIandS2